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Dolan DNA Learning Center Annual Report 2007

Dolan DNA Center - CSHL DNA Learning Center · Hans Zobel, Festo Corporation Dolan DNA Learning Center Expert Advisors and Corporate Support We are lucky to have high-level support

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Page 1: Dolan DNA Center - CSHL DNA Learning Center · Hans Zobel, Festo Corporation Dolan DNA Learning Center Expert Advisors and Corporate Support We are lucky to have high-level support

Dolan DNA

LearningCenter

Annual Report2007

Page 2: Dolan DNA Center - CSHL DNA Learning Center · Hans Zobel, Festo Corporation Dolan DNA Learning Center Expert Advisors and Corporate Support We are lucky to have high-level support

Michael Aboff, Aboff’s Inc.

Paul Amoruso, Oxford & Simpson Realty

Rocco S. Barrese, Dilworth & Barrese

Edward Blaskey, Commerce Bank

Thomas J. Calabrese, Daniel Gale SothebysInternational Realty

Richard A. Catalano, KPMG, LLP

Marian Conway, Roslyn Savings Foundation

James Chinitz, Population Diagnostics

Dan Decker, Eppendorf North America

Robert Dickstein, Ph.D., Pall Corporation

David Epstein, Ph.D., OSI Pharmaceuticals, Inc.

Candido E. Fuentes-Felix, M.D., F.A.C.S.

David Garbus, Huntington Business Products Centre

Lawrence Goodman, Curtis, Mallet-Prevost, Colt & Mosle LLP

Mary Jane Helenek, Luitpold Pharmaceuticals

Diana Hoadley, JP Morgan

Arthur D. Herman, Herman Development Corporation

Robert Hoppenstedt, Bethpage Federal Credit Union

Robert Isaksen, Bank of America

Neil M. Kaufman, Davidoff, Malito & Hutcher

John C. Kean III, Kean Development Corporation

Norman Kelker, Enzo Life Sciences

Robert Keller, Keyspan Foundation

Teresa Kemp-Zielenski, United Way of Long Island

Scott Livingston, Axiom Capital, Livingston Group

James E. Mattutat, Ingleside Investors, Inc.

John Passarelli, MD

Patricia Petersen, Daniel Gale Sothebys Real Estate

Frank Posillico, Rose Racanelli Realty/Aireco

Christiaan B. Reynolds

William D. Roche

Charles R. Schueler, Cablevision

Lee Shuett, Nikon Instruments

Kurt Timmel, Marsh USA

Jeffrey K. Tupper, U.S. Trust Company of New York

Robert Van Nostrand, AGI Dermatics

Hans Zobel, Festo Corporation

Dolan DNA Learning Center Expert Advisors and Corporate Support

We are lucky to have high-level support from two advisory bodies: the DNALC Committee and theCorporate Advisory Board (CAB). The Education Committee formulates policy and assists with strategicplanning, whereas the CAB provides a liaison to the Long Island business community. The CAB conductsan annual golf tournament and a fund campaign that are the major sources of unrestricted funds to supportthe DNALC.

DNALC CommitteeChairperson: Laurie Landeau, V.M.D.

Marion Wood Ahmed Suzanne Kleinknecht Peter TillesLori Bressler Suzanne Leeds Edward TravagliantiEdward A. Chernoff Lawrence Scherr, M.D. Marianne Dolan WeberLola N. Grace Arthur M. Spiro

Corporate Advisory BoardChairperson: Edward A. Chernoff, Motors & Armatures Inc.

CSHL Trustee Liaison: Laurie Landeau, V.M.D.

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DOLAN DNA LEARNING CENTEREXECUTIVE DIRECTOR’S REPORTPreparing students and families to thrive in the gene age

TECHNOLOGYADMINISTRATION INSTRUCTION BIOMEDIA DEVELOPMENT

Mary Lamont Elna Carrasco Steven Blue Cornel GhibanValerie Meszaros Jennifer Cutillo John Connolly Bruce NashDavid Micklos Natalia Hanson Eun-Sook Jeong Jermel WatkinsKaren Orzel Brian Lang Susan LauterCarolyn Reid Erin McKechnie Chun-hua Yang

Amanda McBrienLauren Weidler

For practical, philosophical, and political reasons, plant research has lagged behind medically orientedresearch. Practically, the plant cell presents its own tremendous barrier to research. Although animal cellsare surrounded by a single permeable membrane, plant cells also include a tough cell wall. This “wooden box”makes plant cells difficult to genetically engineer. Transformation—the process of inserting a new DNAsequence into a living cell and the constraining point in the genetic engineering of a species—was firstaccomplished in bacteria in the 1970s and in animal cells in the 1980s. However, plant cells could not bereliably transformed until the 1990s.

Philosophically, humans are naturally self-absorbed with improving the quality and length of their ownlives. After World War II, this desire was translated into political will by Vannevar Bush. As director for theOffice of Scientific Research and Development (OSRD), he had marshaled the academic research effort insupport of the war. In his 1945 report, Science, The Endless Frontier, Bush eloquently argued that the federalgovernment should maintain the strong sponsorship of academic research it had established during the war, butto bend it toward fostering improved public health. This led to the rapid expansion of the National Institutesof Health (NIH) and its rise as the preeminent medical research organization in the world. In the 1960s, MaryLasker joined with Senators J. Lister Hill and John E. Fogarty to raise public and political awareness of cancer,which stimulated the ascension of the National Cancer Institute as the largest of all the national institutes.

Plant research had received early federal support through the system of land grant universities establishedby Congress in 1862. Now sponsored by the Department of Agriculture, this decentralized research programproduced the “green revolution” that dramatically increased crop yields through a combination of improvedplant cultivars, petrochemical fertilizers, and mechanization. However, despite the lobbying of congressmenfrom agricultural states, in the post-war era, the Department of Agriculture’s research budget fell far behindNIH’s. At $2.3 billion, the Department of Agriculture’s 2007 research budget was less than 10% of theNIH’s $28.4 billion budget.

In the last 10 years, basic plant research has received a new champion—the National Science Foundation(NSF). Given NIH’s public health mandate, NSF has been excluded from funding most human or medicallyoriented research. Thus, NSF sat on the sidelines during the sequencing of the human genome and importantmodel organisms. However, with the advent of the National Plant Genome Initiative (NPGI) in 1988, NSFrose to fill a vacuum in plant genome sequencing that was not being filled by the Department of Agriculture.NSF became the lead agency in the focused effort to determine the DNA sequences of the grains and other cropplants that feed most of the world’s population—with the hope that insights into plant genomes would fuel asecond green revolution, allowing us to feed the ten billion people expected to occupy the planet by 2050.During the last decade, NPGI provided $780 million in research funding, culminating in a $29.5 million NSFproject to sequence the maize (corn) genome.

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iPlant Consortium

With the maize genome sequence imminent, NSF announced in 2007 a $50 million grant competition toestablish a cyberinfrastructure to integrate genome data with insights across many disciplines of plant research.The DNALC was fortunate to have been included in the iPlant Consortium, headed by the University ofArizona, which won this five-year award. Through a series of symposia and workshops, the iPlant Consortiumwill engage the research community to identify a number of “grand challenges” whose resolution will includeinput from scientists working at all levels of plant function and organization: molecular biology, genetics,genomics, biochemistry, cell biology, physiology, plant breeding, systematics, ecology, and evolutionary biology.Each Grand Challenge Team will then work with computer scientists at the University of Arizona and ColdSpring Harbor Laboratory to develop a “discovery environment” that will provide bioinformatics and databasetools to integrate findings across disciplines. As a member of the Education, Outreach, and Training (EOT)Component, the DNALC will work with the project team to embed outreach materials within the iPlant portal,thus tightly linking plant research and education.

The DNALC will receive $2.1 million to develop an educational gateway at the iPlant portal and workwith the Grand Challenge Teams to develop educational interfaces to the Discovery Environments. Our objectiveis to get tools and data sets into the hands of high school and college faculty who are “gatekeepers” at the cuspof research and science education. We will extract elements from the Discovery Environments and package themwith example data in intuitive, visually appealing interfaces. The objective is to engage novices and allowthem to quickly learn the rudiments of integrative analysis and then generalize these skills to gain insight intobiological concepts. Whenever possible, each tool will be packaged in an attractive “skin” and take on theproperties of a stand-alone, desktop object.

During years 2–5 of the grant, we will conduct a nationwide program of 1.5-day workshops to train 1000science teachers on how to use the iPlant tools for student projects that support integrative and computationalthinking. The workshops will target faculty in the “2+2+2” continuum of advanced high school, two-yearcollege, and four-year college. These biologists will need a basic understanding of how to use the DiscoveryEnvironments and educational interfaces to apply to their own research and to use with classes they teach.

Continuing Plant Research Collaborations

Plant biologists are now in transition from an era when their experiments were limited by the time required tocollect new data to a new age when there is literally too much new data to effectively analyze. Faced withexponentially accumulating data from genome sequencing projects, plant scientists rely heavily on computersto search for genes and other functional components of chromosomes. The iPlant award marked the culminationof the DNALC’s continuing effort to train teachers on how to access this sort of genome data and to analyzeit with the same tools used by research biologists.

In 2007 we thus continued several collaborations with researchers to provide high school and college facultyaccess to the new world of plant genomics. We worked with CSHL researchers Lincoln Stein and Doreen Wareon their NSF-funded Gramene project, which provides informatics tools for analyzing and comparing graingenomes. Our companion Internet site, Dynamic Gene (www.dynamicgene.org), provides backgroundinformation on gene analysis and bioinformatics tools that enable students to analyze genes from the newlysequenced rice genome. Because many of these genes have only been predicted using computer algorithms,students may well be the first “scientists” to examine many of these genes in detail.

Animated tutorials in the Meaning, Structure, and Evidence sections of the site explain how DNA sequenceencodes information, how computers identify patterns that predict gene structures, and how experimentalevidence complements computer predictions to correctly identify genes. The Annotation section providesdetailed instructions on how to analyze a predicted gene with Apollo, research software developed to analyzethe Drosophila genome. The Projects section allows students to download fragments of the rice genome, annotatepredicted genes, and upload their results to compare with classmates or share with researchers. During the year,Faculty Fellows Bob Wheeler (Pine Creek High School, Colorado Springs, Colorado) and Debra Burhans(Canisius College, Buffalo, New York) contributed many improvements to the site, including narrated tutorialsand animations on experimental evidence used to confirm computer predictions.

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We continued our collaboration with CSHL researchers Dick McCombie and Marja Timmermans, andMike Scanlon at Cornell University to encourage underrepresented minorities to teach and study plantgenomics. In past summers, six Faculty Fellows have spent two weeks working in plant genome labs at CSHLor Cornell and one week working with us at the DNALC. In 2007, we collaborated with Faculty FellowsGokhan Hacisalihoglu and Diomede Buzingo to conduct teacher training at their home institutions—FloridaAgricultural & Mechanical University (Tallahassee) and Langston University (Oklahoma). These three-dayworkshops presented a lab and Internet-based curriculum on modern plant research to mixed groups of highschool and college faculty. Fellows Olga Kopp, Mary Smith, Muhammad Mian, and Javier Gonzalez also hosted1.5-day follow-up workshops at their institutions: Utah Valley State College (Orem, Utah), North CarolinaAgricultural & Technical State University (Greensboro, North Carolina), Rust College (Holly Springs,Mississippi), and Texas Agricultural & Mechanical University (Weslaco, Texas). Building on previousworkshops conducted at each site, the follow-ups introduced teachers to mobile “footlockers” that include PCR(polymerase chain reaction) and electrophoresis equipment needed to conduct experiments that test for GMfoods and to analyze transposon polymorphisms in maize and Arabidopsis. Workshop participants can borrowthe equipment footlockers from host institutions for use in their classes, removing a major barrier to theimplementation of modern experiments in plant molecular genetics.

Record Year for New Grants

The educational grant programs to which the DNALC applies are suffering from the same low funding rates asresearch programs. Evidence of the dire straights at the NSF: there are no longer any distinct programs toprovide in-service training for science teachers. These programs had, since the 1950s, provided summerinstitutes that kept science teachers up-to-date and were a major source of funding for our own trainingactivities. Despite this extremely difficult funding situation, we obtained three new teacher-training grants.Along with the iPlant award, these grants brought to $3.67 million the total of new federal and foundationgrants received—our largest one-year total since opening in 1988.

NSF Course, Curriculum, and Laboratory Improvement Program: Phase II Project ($444,134 over 2 years).Today’s biology students will face the future challenge of unraveling the biological meaning of the millions ofgenome sequences that are rapidly accumulating in DNA databases. RNA interference (RNAi) provides apowerful tool to move directly from DNA sequence to the analysis of gene function in living organisms. DuringPhase I of this project, we developed an experiment- and bioinformatics-based curriculum, Silencing Genomes,that explores RNAi in the model eukaryotic organism, Caenorhabditis elegans. The curriculum begins withobservation of mutant phenotypes and basic worm “husbandry” and then progresses to simple methods to induceRNAi and use RNAi to rescue (compensate) a mutant phenotype. A more advanced experiment uses “single-worm PCR“ to examine the mechanism of RNAi, comparing the DNA of worms with identical phenotypesinduced by either RNAi or a gene mutation. The curriculum culminates with open-ended methods that supportstudent projects. Students can perform RNAi “from scratch” using bioinformatics to identify a target gene anddevelop their own RNAi reagents. Students also have free access to the DNALC’s collection of RNAi feedingstrains, which can be used to screen for genes involved in a particular biological pathway.

An online lab notebook Silencing Genomes (www.silencinggenomes.org) combines lab methods with user-friendly features adapted from the DNALC’s popular text DNA Science, including flow charts, reagent recipes,and extensive instructor information. Supporting resources include photos and video of Caenorhabditis elegansmutants, as well as a simple checkout system to obtain any of 80 C. elegans mutants and Escherichia coli feedingstrains. The site also provides a launch pad for bioinformatics exercises that accompany each experiment. Thisis, to our knowledge, the first integrated set of RNAi experiments specifically designed for the teachinglaboratory, and the completion of the Phase I project coincided with the awarding of a 2006 Nobel Prize forthe discovery of RNAi.

The Phase II project will introduce the Silencing Genomes curriculum to 208 college teachers at week-longworkshops conducted at eight sites nationwide. At least half of the workshops will be conducted at historicallyBlack or Hispanic institutions, which will triple participation by underrepresented minorities. In a uniquecapacity-building effort, workshop participants will collaborate to develop targeting vectors to silence approx-

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imately 100 C. elegans genes, which will be freely available to students and teachers. During a 1.5-day follow-up workshop, participants will test their feeding vectors and develop online multimedia portfolios, includingvideos, a notes-enabled Wiki report, and a simple bulletin board. Thus, each vector will include its own evolvingrecord of how it has been developed and used by a community of committed “experts.”

NIH Science Education Partnership Award: Phase II Project ($377,644 over 2 years). With Phase I funding,we developed Inside Cancer (www.insidecancer.org), a multimedia Internet resource for understanding themolecular genetic basis of cancer. On a biological level, the site takes students inside the cell to explore themolecular and genetic roots of cancer. On a sociological level, it provides the insider’s perspective of the worldof cancer research. One objective is to help students understand how modern concepts from molecular andcellular genetics are being integrated into ideas about cancer diagnosis, prevention, and treatment. Anotherobjective is to allow students to learn modern biology in the same way as basic cancer researchers—by meetingscientists, seeing how experiments are done, and visualizing the unseen world of genes and molecules.

The Phase II project will focus on disseminating the Inside Cancer site to precollege teachers and evaluatingits educational effects. During the term of the grant, 800 secondary biology and health teachers will receiveintensive training at one-day workshops held at 20 sites nationwide. The workshops will be conducted inconjunction with teacher professional meetings and science outreach programs at universities and historicallyBlack and Hispanic institutions. Forty workshop participants will receive fellowships to conduct second-roundtraining to reach an additional 640 teachers. Participants’ teaching behaviors will be monitored over time, anda controlled study will compare attitudinal and learning effects among 280 high school students. We will alsodevelop an online Teacher Center with links to teaching standards, tools to build custom multimedia presen-tations, and an exchange for collaboratively generated lesson plans.

Participants in the Amgen Leadership Symposiumdocumented their RNAi research projects on theSilencing Genomes site’s newly developed wiki, withonline multimedia portfolios for the RNAi feedingvectors and bacterial strains they developed.

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Howard Hughes Medical Institute (HHMI) Initiative for Biomedical Research Institutions ($746,243 over5 years). This professional development program is a collaboration with the New York City Department ofEducation (DOE) to develop a strong base of teachers who can competently introduce six “targeted”experiments in genetics and biotechnology at identified points in required science courses. The program focuseson the 8th and 9th grade levels, where all students receive their first, and often last, exposure to genetics andbiotechnology. During the course of the grant, 820 teachers will receive four days of training, which will certifythem to implement the target labs. Embedded within the school year, the certificate training will alloweducators to readily implement their new knowledge and abilities. Two weeks of leadership training conductedduring the summer will then allow 160 teachers to extend their expertise, develop student research capabilities,and formulate biology electives. An equipment footlocker and reagent kit administered by the DNALC willalso support each targeted lab.

The project will be unique in the extent to which student and purpose-built computer tools and multimediaitems will support teacher learning. A mini-Internet site, or Lab Center, will accompany each targeted laboratoryand will include (1) a video introduction to the experiment, (2) interactive and PDF versions of the experiment,(3) follow-up activities, (4) science stories that relate the experiment to local research, (5) scientist interviews,(6) animations, and (7) selected links. Registered teachers will be able to customize the Lab Center to includeclass name, selected links, bulletin board for class announcements, and lab results. An editor will allow teachersto select from more than 3000 multimedia items and include them in windows within the Lab Center. Eachcustomized Lab Center will be stored on the DNALC server and accessed by students using a unique addressassociated with the teacher’s profile. We will increase the local appropriateness of instruction by linking eachlab to NY “science stories,” a series of minidocumentaries about the past or current work of notable researchersfrom CSHL, The Rockefeller University, Columbia University, American Museum of Natural History, CornellUniversity, and other New York institutions.

Harlem DNA Lab

The HHMI was a substantial step toward the fruition of our dream of a DNALC facility to serve the studentsand teachers of New York City. Since its founding in 1988, the DNALC has provided hands-on experimentsfor a third of a million students from the New York Metropolitan area during half-day field trips, in-schoolinstruction, and week-long DNA camps. The natural clientele for this enrichment has been students whoattend schools within a 40-minute commute of Cold Spring Harbor. In 2002, we partnered with the NorthShore–Long Island Jewish Health System to open a satellite facility, DNALC West, in Lake Success. However,because of rules that restrict New York City school buses from traveling outside the city, the DNALC’s localprograms have primarily benefited the relatively affluent school systems of Nassau and Suffolk Counties.

In July 2006, we received a $50,000 planning grant from the Goldman Sachs Foundation to developsupport for a satellite center to extend the DNALC’s expertise in genetics instruction to the students andteachers of New York City. As part of the HHMI proposal, New York City Schools Chancellor Joel Kleinprovided us exclusive use of a 1200-square-foot classroom in the John S. Roberts Educational Complex(MS45) in East Harlem in which to provide teacher training. By year’s end, this space had been renovatedidentically to our facility in Cold Spring Harbor, including our signature student lab desks, and opened onschedule in early spring 2008.

Because the HHMI teacher-training program will occupy only about 20% of the lab’s capacity, the facilitywill support a broader program of science enrichment to New York City students. Harlem DNA Lab willserve approximately 4000 6th to 12th grade students per year, offering them access to accelerated labexperiences that heretofore have been primarily offered to students from Long Island. The Jerome L. GreeneFoundation provided $100,000 for equipment for experiments ranging from basic genetics and cellmicroscopy to modern DNA manipulation and forensic biology. State-of-the art gene chip readers and DNAsequencers will help us begin to fulfill our vision of enabling every New York City student to see their ownDNA before they graduate from high school.

During the academic year, each John S. Roberts student will participate in three to four genetics laboratoriesat the facility, and students from schools throughout New York City will visit the facility for half-day “lab fieldtrips.” During the summer, week-long camps will provide intensive enrichment for top students citywide. (The

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DNALC has applied for funding from the New York State Excelsior Scholars Program to support four weeks ofinstruction for middle school students in summer 2008.) A cadre of student interns will provide lab support andconduct independent research projects that will allow them to compete in state and national sciencecompetitions—and seamlessly transition to research projects at local universities and research institutions.

All activities are sequenced, so that a student can grow academically and be tracked through multipleexperiences over a period of years. The experiments embody key concepts and process skills of the NewYork City Scope and Sequence for Science, the New York State Science Core Curriculum, and the NationalScience Education Standards. The lab program is also in syncs with New York City’s strong existing baseof biological and clinical research and the emerging biotechnology industry that will be supported at thenew East River Science Park.

Harlem DNA Lab will make cost-effective use of instructional technology and methods developed withmore than $26 million in federal and foundation grants. The venture will also draw on our experience inestablishing teaching centers worldwide. Like DNALC West, the Harlem DNA Lab will be a satellite—directly administered by the DNALC and staffed by DNALC personnel. In this way, we can control thequality of instruction and offer New York City students an experience that is identical to that received bytheir Long Island peers.

Renovations to the formergraphics lab in J.S. Roberts Junior

High School were nearcompletion in early December.

The Harlem DNA Lab logo is used on brochures, letterhead, and the Harlem DNA Lab Internet site(www.dnalc.org/harlemdnalab/).

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Harlem DNA Lab can provide a reproducible model for how science institutions can interact with largeschool systems to help transform science education for urban students. We also hope that it will establish ourpresence in Manhattan and provide a springboard for the establishment of a stand-alone facility equal in sizeto the Dolan DNALC (10,000 square feet).

Supporting Real Forensic Biology

In the mid-1980s, British researcher Sir Alec Jeffreys coined the term “DNA fingerprinting” and was the firstto use DNA variations (polymorphisms) in human paternity, immigration, and murder cases. Jeffreys discovereda class of repeat polymorphisms, termed VNTRs (variable number of tandem repeats), in which a DNAsequence is repeated end-on-end. Like boxcars in a train, different numbers of DNA repeats create alleles thatdiffer in length. The alleles inherited from mother and father can be separated by electrophoresis, and thespecific combination is “scored” as a genotype.

In the late 1980s, the DNALC worked in parallel to researchers as they developed a PCR-based assay forhuman VNTRs called D1S80. Although D1S80 became the first amplified polymorphism used in forensicbiology—and was part of the evidence in the O.J. Simpson murder case—the DNALC abandoned thisexperiment because the different alleles proved to be impossible to distinguish using simple gelelectrophoresis. In the meantime, human forensic analysis moved on to STRs (short tandem repeats), whichare detected on a DNA sequencer.

With the current rage over forensic biology, caused primarily by the television show Crime Scene Investigation(CSI), we decided to revive D1S80 analysis for student field trips. This required entirely revamping the way inwhich we analyze student DNA. First, we developed a fast PCR protocol that uses a two-temperature profileto cut cycling time in half—to just 30 minutes. Second, we shifted electrophoresis to an Agilent microfluidicschip that separates D1S80 alleles in two minutes per sample. Amplified DNA fragments pass throughmicrofluidic channels and each digital output displays the concentration and size of each allele. A set of 12samples is entirely analyzed in 30 minutes, including generating a PDF genotype report for each student. Theelectropherogram result is identical to a single channel of the CODIS panel used in criminal investigations.

As a result, students can have a complete experience in forensic DNA analysis—from introduction, tobuccal DNA isolation, to PCR amplification, to electrophoretic analysis, to analysis of electropherograms andpopulation genetics—in a single 3.5-hour lab session. D1S80 forensic analysis will be routinely available in2008 for classes visiting the Dolan DNALC and Harlem DNA Lab. We believe that we will be first groupworldwide to make this sort of automated DNA analysis available to large numbers of precollege students.

This state-of-the-art technology was made possible through two important donations. Leo Brizuela,Director of Biology at Agilent Technologies and a former CSHL employee, arranged the donation of aBioanalyzer valued at $16,280. Tom White, Chief Scientific Officer of Celera, arranged the donation of asuper-fast Veriti thermal cycler, valued at $7,995, from Applied Biosystems. Dr. White was an early supporterof our work to popularize PCR, helping us to obtain an educational license and donating several of our firstPCR machines in the early 1990s.

During the year, we also continued to support a second forensic DNA experiment by providing freesequencing of student DNA samples submitted by biology classes worldwide. This project analyzes the DNAfound in the cell’s energy-producing organelle, the mitochondrion (mt). With thousands of copies of the mtchromosome per cell, as opposed to two copies of nuclear chromosomes, mt DNA is abundant in tissue samples.Thus, mt DNA is the DNA of last resort in forensic cases where tissue remains are very old or degraded. Forensicanalysis usually focuses on the noncoding “control” region of the mt chromosome that rapidly accumulatesmutations and, thus, is highly variable between people. This is the same DNA analyzed by NationalGeographic’s Genographic Project and described in the popular book The Seven Daughters of Eve. Notably, mtDNA was used to identify the remains of the Romanov royal family and to determine the relationship ofNeandertal fossils to modern humans.

Using DNALC protocols or ready-to-use kits available from several science suppliers, students use PCR toamplify a 440-nucleotide sequence of their mt control region and send their amplified samples to the DNALCvia overnight mail. The student samples are prepared for sequencing by college interns Alina Duvall (HofstraUniversity) and Jennifer Aiello (Long Island University at C.W. Post). The samples are then sent to the CSHL

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sequencing center in Woodbury, where they are processed on an Applied Biosystems 3730xi Genetic Analyzer.The finished sequences are uploaded to a student DNA database at the DNALC’s BioServers Internet site(www.bioservers.org). The Sequence Server site provides tools to perform comparative analysis of mt DNAsequences from world populations, as well as ancient samples, including Neandertal and Otzi “the ice man.”

In 2007, we sequenced 6303 student DNA samples submitted by high schools and colleges from 34 statesand British Columbia. On average, results were posted on the Sequence Server site within 16 days of receipt. Thefree Sequencing Service is made possible by the donation of sequencing reagents by Applied Biosystems.

Visitation and Student Instruction

Annual visitation reached 41,897 in 2007. This included 19,973 students who conducted experiments at theDNALC or DNALC West and 10,629 who received in-school instruction by DNALC staff members. Morethan half of all visitors (20,909) were middle school students who conducted experiments under the banner ofGenetics as a Model for Whole Learning (GMWL). Cablevision’s Long Island Discovery multimedia show drew 6750visitors, primarily fourth graders studying Long Island history.

A record 971 students participated in week-long summer camps conducted at the DNALC, DNALC West,Central Islip High School, Sarah Lawrence College (Bronxville), and Aspen High School (Colorado). Thisgreat result was facilitated by a new system for online registration and payment via PayPal. More than 60% ofparents took advantage of this streamlined way of enrolling their children, saving valuable staff time.

The roundworm C. elegans made its first appearance in summer camps this year. In Fun with DNA, 5th to 6th

grade students used stereomicroscopes to compare wild-type and mutant worms, illustrating that gene mutationscause visible changes in traits. In Genetic Horizons, 8th to 9th graders used RNAi to induce phenotypes and bioinfor-matics to learn more about the genes they were disrupting. These were likely the first middle school students inthe world to use RNAi!

We also initiated a collaboration with Project Grad Long Island, a nonprofit organization that works withineconomically disadvantaged communities to increase high school graduation rates. Project Grad providedscholarships and daily bussing for 26 middle school students from the Westbury school district to attend a week-

CSI-DNALC: Using the new Bioanalyzers, gel images and electropherogram results are available to each student.

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long camp at DNALC West. This custom experience—combining hands-on labsfrom our popular Fun with DNA and World of Enzymes camps—was designed tobuild a strong foundation in basic genetics and molecular biology for future highschool work.

The annual Great Moments in DNA Science honors seminar series drew 437students for insights into modern biological research. Dr. Elizabeth Murchisonexplained how scientists are attempting to understand the genes involved in amysterious transmissible cancer in Tasmanian devils, with the hope of savingthis unique animal from extinction. Dr. Bill Keyes discussed an intriguing theoryabout how cellular mechanisms aimed to protect our bodies from cancer mayalso contribute to aging. In the final lecture, Dr. James Watson presentedanecdotes from his latest book about how to succeed in science. Saturday DNA!continued to be popular with both students and adults, drawing 350 participantsfor hands-on sessions ranging from “Jellyfish Genes” to “CSI: Learning Center.”

In its second year, our partnership with Cold Spring Harbor High School(CSHHS) provided a challenging experience for ten students. The year-long“capstone” course was coinstructed by DNALC staff and CSHHS biology teacherScott Renart, with students coming on alternate days to the DNALC for theirfinal two class periods. The course emphasized critical thinking and includedexperiments and independent projects across a range of biological systems. A bacterial unit focused onrecombinant DNA technology and gene manipulation; a plant unit analyzed transgenes in geneticallymodified food and newly sequenced genes in rice; human-based experiments used molecular tools to examinehuman origins and genetic variation; and work with C. elegans introduced the cutting-edge RNAi technique.

During the winter, graduate students from the Watson School of Biological Sciences completed 12 half-day teaching sessions during their annual rotation at the DNALC. During the first phase of training, eachpair of students observed a DNALC instructor at work and organized a lesson plan that integrated their ownperspectives. In the second phase, each pair worked closely with a DNALC instructor to coteach several labs,developing their communication skills and preparing them for independence. During the final phase, eachpair was responsible for presenting an entire lab, under the close observation of a DNALC staff member.After completing this cycle for middle and high school classes, students chose three additional lessons toindependently demonstrate instructional and classroom management skills.

Faculty Training

In 2007, more than 500 educators participated in a variety of professional development activities conductedat sites around the United States and Europe. With sponsorship primarily from the NSF, we collaborated with13 host institutions to conduct 1.5–5-day workshops on plant genomics, bioinformatics, and RNAi. Demandfor these workshops remained strong, with 384 applicants competing for 226 spaces. Five of these workshopswere conducted at historically Black (HBCU) or Hispanic (HACU) institutions, where 36% of participantswere Black or Hispanic. Overall, 27% of participants at offsite workshops were underrepresented minorities,mirroring their proportion among American residents (2005 Census Figures). An additional 250 educatorsattended workshops at professional meetings in the United States and Europe, which covered topics includingneurobiology, bioinformatics, the molecular genetics of taste and smell, detecting GM foods by PCR, DNALConline tools for education, and forensic analysis of the Romanov family remains.

Twenty-five high school teachers, representing 14 states and Singapore, attended the annual AmgenLeadership Symposium in Human and Genomic Biology. Initiated in the mid-1990s with NSF support, theLeadership Symposium is the DNALC’s capstone course, aimed at providing super-order training forprogressive biology teachers who emphasize hands-on instruction in genetics or biotechnology. During theirthree-week residence, participants lived and breathed science on the CSHL campus, where they walked inthe footsteps of Nobel laureates.

The curriculum began with two weeks of the DNALC’s latest experiments on RNAi, human DNA polymor-phisms, and bioinformatics. Participants explored RNAi in the roundworm C. elegans, first observing mutant

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Fifth grade students observe C. elegans.

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phenotypes and learning basic worm care, progressing to simple methods of inducing RNAi, and then to theconstruction of their own reagents to “knock down” a gene of their choice. Participants examined their ownDNA for several polymorphisms. Point mutations in mitochondrial DNA and an Alu insertion on chromosome16 provided an entry point into the study of human populations and early migrations of our species. A mutationin a taste receptor correlated with the ability to taste the bitter chemical phenylthiocarbamide (PTC), showingthe relationship between genotype and phenotype. Participants used a variety of online tools and DNA sequenceanalysis software to find gene elements in DNA sequences, to find genes in databases, and to compare computerpredictions with biological evidence. The Symposium concluded with a week of independent or group projectsthat included optimizing RNAi methods for classroom instruction, screening a variety of supermarket foods forDNA evidence of genetic modification, annotating newly discovered genes from the rice genome, and creatingvideo introductions to RNAi experiments. The experience was further enhanced by seminars by CSHL plantbiologist Robert Martienssen, CSHL structural biologist Leemor Joshua-Tor, and Nobel laureate James Watson.

The DNALC continued to provide teacher training under its long-term collaboration with the SingaporeMinistry of Education. Initiated in 2000 with a visit by Minister Rear Admiral Teo Chee Hean, the collabo-ration was guided by a memorandum of understanding through which licensed DNA learning centers wereestablished at the Singapore Science Center and National Institute of Education. Two junior college teachersand an instructor from the Singapore Science Center participated in the Leadership Symposium, and fiveelementary teachers came in November for a two-week attachment. The attachment included hands-on labwork, lab preparation, and instructional pedagogy. The Singaporean teachers observed and cotaught labsalongside DNALC instructors and visited several local elementary schools. Each teacher developed a plan fortranslating their experience into hands-on instruction for Singaporean students.

Internet Visitation and Development

Visits to DNALC Internet sites rose to 7.14 million in 2007. The brightest spots were the Image Archive on theAmerican Eugenics Movement, which more than doubled to 731,913 visits, and Inside Cancer, which increased63%, to 196,138 visits. We began tracking the amount of data downloaded from our sites in February and wereimpressed to see that our content-based sites averaged more than 47 gigabytes (GB) per month. According toanswers.com, one GB of data is roughly equivalent to 1000 novels at 100,000 words each, 18 hours of MP3music, or 12 hours of Flash video. DNA Interactive, our richest multimedia site, came out on top of this statistic,serving a total 1200 GB in the year.

Leadership participants strike a pose with James Watson and Learning Center staff on the DNALC terrace.

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We launched two new Internet sites in 2007. Silencing Genomes offers laboratory andbioinformatics exercises to introduce students to RNAi and its effects on C. elegansanatomy and behavior. Dynamic Gene introduces modern concepts of gene analysis andprovides “doable” student projects using research tools to analyze new genome data.RedOrbit.com, a science community site, recognized Silencing Genomes (June 13) as wellas Inside Cancer (August 27) as “Red Hot Sites of the Day.”

We were disappointed, however, by the decreased visitation to our home page, GeneAlmanac, and to Your Genes, Your Health and DNA from the Beginning. The decrease atGene Almanac most likely reflects the fact that increasing numbers of visitors now reachour family of Internet sites directly by Internet searches, without going by way of the homepage. We believe that the decreases at Your Genes, Your Health and DNA from the Beginningrelate to the fact that content created in Adobe’s multimedia authoring tool Flash is less“visible” to search engines than html-based sites. As the volume of Web content increasesexponentially and people increasingly rely on Internet searches, we will need to solve thisproblem of search engine visibility.

We have already undertaken several simple strategies: registering site maps on Google; creating htmldirectories of the sites on our servers; and cross-featuring newer sites on other more established sites or withinthe Resources section of Gene Almanac. We are also working on more involved solutions to the visibilityproblem. Beginning in July, our sites benefited from “piggybacking” on a Google AdWords grant. AdWords isGoogle’s advertising program that displays “sponsored” links on the right side or top of a search results page.Through the grant, we receive these advertisements free-of-charge. For each DNALC site, a set of keywords isstored in the AdWords account. Each time one of the keywords is typed into Google’s search box, a short adfor the site is displayed and logged as an “impression.” If the searcher clicks on our ad, it counts as a “click-through” and a cost per click of up to $1.00 is applied. DNA from the Beginning is our most successful site onAdWords, with 2,608,437 impressions and 43,356 click-throughs. Not surprisingly, 79.28% of these click-throughs resulted from a search of “DNA.” All DNALC sites received 5,901,454 impressions and 62,740click-throughs, which would have cost $37,106 for a commercial enterprise to purchase from Google. A quickanalysis of search engine referrals in the first half of 2007 (prior to initiating the AdWords program) versus thesecond half showed a 2% increase.

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Educators, students, and scientistspresent their idea of a gene on DynamicGene’s home page.

Internet site Average Average visit monthly Visits % Change

Content-based sites: (min) bandwidth in 2007 from 2006

Gene Almanac 8:33 66.45 GB 1,923,185 –16.37DNA from the Beginning 8:32 29.68 GB 1,451,572 –1.99Your Genes, Your Health 7:40 46.97 GB 962,151 –13.72DNA Interactive & myDNAi 8:24 100.43 GB 1,459,865 15.26Image Archive on the American 16:28 11.83 GB 731,913 120.86

Eugenics MovementInside Cancer 7:09 30.08 GB 196,138 62.98

Laboratory/bioinformatics sites:

BioServers 16:10 2.29 GB 251,597 10.13Genetic Origins 7:04 1.59 GB 132,748 –12.06Greenomes 3:27 0.40 GB 9,443 10.60Dynamic Gene 6:20 0.60 GB 7,986 n.a.Silencing Genomes 8:11 0.44 GB 12,168 n.a.DNALC Kits/Carolina Collaboration 15:26 1.60 GB 4,396 n.a.

All sites 7,143,172 2.00

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In addition, the increasing use of sophisticated search engines to find specific information runs counter tonarrative structure of our older content sites. Thus, we are decomposing all our Internet sites into content“atoms” that can be searched for and viewed independently. Using the content management system (CMS)created for Genes to Cognition Online, each item is equipped with meta-tags that make it more visible to searchengines and more useful to end users. Each animation and video item is saved as an individual atom of contentwith a CMS entry including keywords, media type, and educational uses and context. We are also linking theatomized content to a specialized search tool/viewer that will soon be a major feature of a redesigned GeneAlmanac portal. We look forward to the day when our CMS, meta-tag, and search tool/viewer will deliverexactly what any visitor is looking for.

Genes to Cognition Online

A cornerstone of DNALC’s strategy to maintain its leadership in online science education has been to stay intouch with thought leaders in research and education. Thus, late in 2006, we hosted New Horizons in InternetSite Development, a 2.5-day conference that brought together experts in cognitive and neural science, learningtheory, and technology to determine how research can support science teaching using advanced Internettechnologies. In 2007, we responded to insights from the conference with a number of content and designinitiatives to improve Genes to Cognition (G2C) Online, an Internet site on the molecular basis of humanthinking and disorders of thinking that we are developing under grants from the Dana Foundation and theWilliam and Flora Hewlett Foundation.

Insights were collated to produce a working paper of performance indicators, intended to guide projectdevelopment. One of the main recommendations was the need to create a smooth interface for interactingwith content. We responded by creating a networked map that builds on open-source code recentlydeveloped by The Media Lab at the Massachusetts Institute of Technology. The map displays site contentas a network of dimensional content “atoms.” These atoms cluster around major nodes such as schizophrenia,autism, or neuroimaging and are direct translations of expert concept maps we elicited from science expertsin 2006. The atom map provides an enticing interactive entrée to G2C Online content, allowing users tovisualize relationships between content items. Rolling over an atom provides a preview of the content itemwhich can be accessed by a single click. Users can also make use of traditional online mapping tools such aszoom and pan.

We also addressed search and navigation functions. A familiar problem with Internet sites built in Flash isthat users encounter difficulty switching between recently visited items. Thus, we developed a history functionthat keeps track of content that makes for easy forward/backward navigation.

Interactivity with content was a major theme in our Advisory Panel meeting, which we convened inOctober. We followed up on the Panel’s recommendation to make the atom map the primary tool for accessingcontent. Now, when users visit G2C Online, their first interaction with material will be with the map, whichprovides a visual impact. Further interaction with the atoms should encourage users to make associationsbetween different areas of research.

Following the meeting, we agreed to build two major interactive animations, which will be the centerpieceof the G2C Online project—an interactive brain map and a three-dimensional action potential animation. Weare currently in negotiations with an animation studio, AXS-3D, to develop the content. The 14 advisors andstaff members who attended the annual meeting were pleased with the free-flowing and frank discussions andwillingness to take changes on board.

Project development was additionally guided by a series of evaluations conducted with the Center forChildren and Technology. We used two different types of assessments, which enabled us to troubleshootpotentially problematic content and design issues. One-on-one qualitative evaluations with students fromPhiladelphia and New York City high schools allowed us to assess how students independently explore G2COnline. We learned that Internet site users generally cannot view animations and listen to narration simulta-neously. In response, we restructured relevant items to make animation and narration features sequential asopposed to parallel. The second arm of the evaluation program consisted of a usability study conducted with92 high school students from Long Island and Philadelphia. We identified problems with functionality andslow-loading media items that were addressed in a subsequent revision of the site.

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G2C Online content continues to evolve. During the year, we edited more than 200 video items and mademany available on our demo site. We collaborated with the Dana Foundation to repackage and host 68 articlesfrom www.dana.org. In addition, we stepped up production of educational tools and created a number ofinnovative media, including:

• Fly School, an interactive game that allows students to structure experiments to test memory in normal andmutated fruit flies. This module was developed in collaboration with CSHL researcher Tim Tully.

• Model Center, a bioinformatics tool that allows students to compare protein sequences in different modelorganisms.

• Chromosome Map Viewer is also a bioinformatics tool that allows students to examine the chromosomelocations and biological functions of genes associated with cognitive disorders.

Staff and Interns

In October, DNALC Assistant Director Uwe Hilgert left to become Assistant Dean of the Watson School ofBiological Sciences. Reared on a riverboat in Germany, Uwe received a Ph.D. from the Max-Planck Institutefor Plant Breeding in Cologne and conducted postdoctoral research at the University of Arizona. Uwe startedat the DNALC in 2000 as a high school instructor and then quickly became leader of bioinformatics teachertraining under an HHMI grant. As Assistant Director, beginning in 2005, Uwe assumed responsibility for allof the DNALC’s professional development activities, in addition to overseeing the instructional staff and theoperations of DNALC West. Uwe’s stamina, dedication, and attention to detail will be sorely missed.

After Uwe’s departure, the assistant directorship was split into two positions. Amanda McBrien becameAssistant Director for Instruction, and Bruce Nash became Assistant Director for Science. Amanda joined theDNALC 1998, and under her direction, the middle school program has grown by 65% and become a majorsource of annual operating income. She brings to her new position intimate knowledge of local school systemsand experience as an expert trainer. Amanda is responsible for the smooth running of student programs,including field trips, in-school instruction, summer camps, and Watson School teaching rotations. Bruce Nashearned his Ph.D. in molecular genetics at the University of Toronto and conducted postdoctoral research oncell division in C. elegans at the University of Oregon. He was specifically recruited to bring C. elegans and

Another step in the evolution of the Genes to Cognition Internet site; users will navigate the site using the network map.Project staff expect to launch the site in 2008.

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New staff at the DNALC in 2007 (left to right): Jennifer Cutillo, Jermel Watkins, Brian Lang, Stephen Blue, and Valerie Meszaros

RNAi technology to the DNALC. Bruce is responsible for technical support of the lab and DNA sequencingprograms, development of new labs, and external teacher training.

At mid year, we lost three innovative and inspirational instructors. Greg Chin returned to his native SanJose to spend time with his family. After receiving a Ph.D. in Developmental Biology from Stanford Universityand conducting postdoctoral research at the DNAX Research Institute, Greg was recruited in 2005 (along withBruce Nash) to jump-start our RNAi effort. David Gundaker moved to Dover, Massachusetts, with his familyto accept a full-time teaching position at the Charles River School. He came to the DNALC in 2005 withmaster’s degree in education and real-world teaching skills developed in middle schools in Colorado and LongIsland. Laura Johns took a position with the technical support staff of the biotech company, Invitrogen. Witha bachelor’s degree in genetics and graduate studies in marine chemistry, Laura brought the technical skillsneeded to administer our DNA sequencing service.

We were pleased to bolster the DNALC’s instructional staff by welcoming two high school instructors,Jermel Watkins and Brian Lang, and one middle school instructor, Jennifer Cutillo. We were especially happyto welcome back Jermel, who began his science career as a DNALC intern from 1994 to 2000. During thesummers, he also worked alongside his father and DNALC collaborator Jerry Watkins, teaching DNA Scienceto minority students from his home school, Central Islip. Jermel went on to earn his Ph.D. in molecular andcellular pharmacology at Stony Brook University. After receiving his bachelor’s degree from South HamptonCollege in marine microbiology, Brian worked as a lab technician at Pall Corporation. He went on to receivea master’s degree in secondary education and New York State certification. After receiving her bachelor’s degreein biology and secondary education from Providence College, Jennifer taught life science and biology for twoyears in Boston.

The BioMedia Group received a boost when Stephen Blue started late in the year as a part-time multimediadesigner. Stephen is a graduate of Parsons School of Design, where he is an adjunct computer instructor.

In the spring, the administrative staff lost two strong clerical workers. Nancy Daidola left to pursue personalgoals, and Stacy Leotta took on a position in the CSHL Office of Sponsored Programs. Prior to joining theDNALC in 1999, Nancy built her skills in administration at Grumman Aerospace and as real estate agent withColdwell Banker Sammis. Nancy performed a myriad of administrative tasks that kept the DNALC runningsmoothly. Stacy joined the DNALC in 2005, using her database skills to aid in the computerization of the frontoffice. Valerie Meszaros arrived in the spring to fill the open administrative position left by Stacy. Valerie, aLong Island native, was formerly an editor and writer for Healing Tao Press.

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Our internship program continues to offer Long Island high school and college students the opportunity togain practical laboratory experience. Joining the intern program in 2007 were Charmaine Browne (WestburyHigh School), Victoria Grace (Oyster Bay High School), Emily Lopes (Commack High School), and StephanieParascandolo (Half Hollow Hills High School). Tara Dolan (University of Miami) and Danielle Sganga(Vanderbilt University), who were graduates of the first CSH Partnership Program, joined with current ColdSpring Harbor High School student Rachel Gellerman to work on RNAi and C. elegans under the guidance ofBruce. New members of the intern team joined returning high school students Seth Schortz (Half Hollow HillsHigh School) and Matthew Levy, Hal Mutlu, Arielle Scardino, Nick Wilken, and Janice Yong (all of Kings ParkHigh School). Several interns returned from college to assist with summer workshops: Benjamin Blond(Amherst College), Joseph Hakoopian (Cornell University), Alexandra Sloane (Loyola College), andMargarita Varer (SUNY Binghamton).

High School intern Rachel Stephan (Kings Park), was a semifinalist in the 2007 Intel Science Talent Searchfor her project on eliminating polychlorinated biphenyls from the environment. Rachel won first place in theenvironmental science category of the International Science and Engineering Fair and presented her projectin New Mexico.

In August, we bid farewell to the following interns as they left for their freshman year at college: MattGiambrone (Walt Whitman High School) to Cornell University; Carissa Maurin (Lynbrook High School) toMonmouth University; Ronnie Morasse (Plainedge High School) to Stevens Institute of Technology, andBrittany Woods (Cold Spring Harbor High School) to Boston College.

David A. MicklosExecutive Director

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2007 Workshops, Meetings, and Collaborations

January 2–5 Site visit by Debra Burhans, Canisius College, Buffalo, New YorkJanuary 4 Site visit by Magda Hayden, Bob Isakkson, Elena Perrez, and Peter Quick, Bank of America, Melville, New YorkJanuary 14 Site visit to Gates Foundation, Washington, D.C.January 16 Site visit by Stephanie Tzall and Charlie Pamaro, Brooklyn Technical High School, New YorkJanuary 18 Site visit by Mike Hyde and Rick Woychik, Jackson Laboratory, Bar Harbor, MaineJanuary 20 Saturday DNA!, “Designer Experiment” and “Macro Concepts of Microarrays,” DNALCJanuary 25 Site visit by Robert Hoppenstedt, Bethpage Federal Credit Union, Bethpage, New YorkJanuary 25 Site visit to Center for Children and Technology, New York, New YorkFebruary 1 Cold Spring Harbor High School Partnership Program, Independent Project Presentations, DNALCFebruary 5–8 Cancer Biomedical Informatics Grid (caBIG) Meeting, Washington, D.C.February 8 Site visit by Christopher Hahn and Teresa Kemp-Zielenski, United Way Long IslandFebruary 10 Saturday DNA!, “The Mystery of Anastasia Romanov” and “Mitosis, Meiosis, and Chromosomes, Oh Mei!,”

DNALCFebruary 13 Site visit by Exploratorium Center for Learning and Teaching, San Francisco, CaliforniaFebruary 15 Site visit by Lewis Ranieri, Computer Associates and Hyperion, and Peter Quick, Bank of America, Melville,

New YorkFebruary 23–24 NSF Plant Molecular Genetics and Genomics Follow-up Workshop, with Minority Fellow Mary Smith, Greensboro,

North CarolinaFebruary 28 Site visit by Syd Mandelbaum and WLIW Channel 21, Garden City, New YorkMarch 1 Site visit by Walter J. Dillingham, Jr., Bank of America, New York, New YorkMarch 5, 12, 19 Reading Your DNA, Cold Spring Harbor Central School District Adult Education Workshop, DNALCMarch 7 G2C Online interview with Daniel Weinberger, National Institute of Mental Health, Bethesda, MarylandMarch 16–17 NSF Plant Molecular Genetics and Genomics Follow-up Workshop, with Minority Fellow Muhammad Milan,

Holly Springs, MississippiMarch 19–20 G2C Online interview with Seth Grant, Wellcome Trust Sanger Institute, Hinxton, United KingdomMarch 22 G2C Online interview with James Watson, CSHLMarch 22 Site visit by Charterhouse School, Surrey, United KingdomMarch 23–24 NSF Dynamic Gene Workshop, Austin Community College, TexasMarch 24 Saturday DNA!, “When Dinosaurs Roamed the Earth” and “CSI: Learning Center,” DNALCMarch 24 DNA Extraction Student Workshop, American Museum of Natural History, New York, New YorkMarch 25–26 NSF Plant Molecular Genetics and Genomics Follow-up Workshop, with Minority Fellow Javier Gonzalez,

Weslaco, TexasMarch 26–April 1 National Science Teachers Association Annual Meeting, St. Louis, MissouriMarch 27 Hewlett Open Education Meeting, Houston, TexasMarch 27–28 NSF Dynamic Gene Workshop, St. Louis Science Center, MissouriMarch 28 G2C Research Programme Meeting, London, United KingdomApril 2 Site visit by Peter Jann, Life Science Zurich Learning Center, Zurich, SwitzerlandApril 3 Lymphatic Research Foundation meeting, Huntington, New YorkApril 6–7 NSF Plant Molecular Genetics and Genomics Follow-up Workshop, with Minority Fellow Olga Kopp, Orem, UtahApril 12 Search Engine Strategies Meeting, New York, New YorkApril 13 New York City Department of Education meeting, New YorkApril 13–14 NSF Dynamic Gene Workshop, Colorado Springs, ColoradoApril 17 Great Moments in DNA Science Honors Seminar: “The Devils’ Own Hell: Tasmanian Devil Transmissible

Cancer,” Elizabeth Murchison, CSHLApril 17 New York City Department of Education meeting, New YorkApril 19 G2C Online interview with William Kristan, University of California, San DiegoApril 21 Saturday DNA!, “How Does Your Garden Grow?” and “Eureka! Art of Scientific Discovery,” DNALCApril 21 DNA Extraction Student Workshop, American Museum of Natural History, New York, New YorkApril 23 Great Moments in DNA Science Honors Seminar: “Cancer and Aging: Getting the Balance Right,” Bill

Keyes, CSHLApril 25 Site visit from The Times of Northport, New YorkApril 25 Meeting with Tom Taratko, New York City Department of Education, New YorkApril 26, May 3, 10 Reading Your DNA, Adult Education Workshop, American Museum of Natural History, New YorkApril 30 Great Moments in DNA Science Honors Seminar: “Rules for Science,” James WatsonMay 1 Site visit by William Mak and Suet Ying Lee, Hong Kong Biotechnology Education Resources Centre

Limited, ChinaMay 7 New York State Department of Education Task Force meeting, New York Hall of Science, New YorkMay 9 Site visit by Doug Postl, Agilent Technologies, Wilmington, DelawareMay 11 New York City Department of Education meeting, New YorkMay 15 Site visit by Marion Conway, Roslyn Savings Foundation, and Tom Calabrese, Daniel Gale Sothebys Real Estate

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May 17 The Human Genome Project: Library Training presentation “What DNA Says About Our Human Family,”Baruch College, New York, New York

May 21 Cold Spring Harbor Laboratory Association meeting, DNALCMay 19 Saturday DNA!, “Fruit Fly Island” and “Tracking Ancient Treks,” DNALCMay 24 Site visit by John Passarelli and Tom Gibbons, Notre Dame Club Development, New York, New YorkMay 31 Site visit by Robert Root, Brumsic Brandon, Oneil Eastmond, and Constance Clark, Westbury Public Schools;

Robert Troiano, and Kim Arias, Project Grad; and Christopher Hahn and Terri Kemp Zielenski, United Wayof Long Island

June 1–2 NSF Dynamic Gene Workshop, Canisius College, Buffalo, New YorkJune 2 As the Worm Turns Student Workshop, American Museum of Natural History, New York, New YorkJune 4–8 NSF Plant Molecular Genetics and Genomics Workshop, Oklahoma City, OklahomaJune 5 Site visit by Bob Frehse and Ligia Cravo, Hearst Foundation, New York, New YorkJune 6 Site visit to Northport High School, New York, for G2C OnlineJune 6 Cold Spring Harbor High School Partnership Program graduation ceremony, CSHLJune 6, 13, 20 Reading Your DNA, Adult Education Workshop, American Museum of Natural History, New York, New YorkJune 7 Site visit by Kidgie Williams, Hospitality Committee for United Nations Delegations, Inc., and United Nations’

family members, New York, New YorkJune 8 Site visit by Anne Marie Agnelli, Computer Associates International, Inc., Islandia, New YorkJune 9 Saturday DNA!, “Jellyfish Genes,” DNALCJune 13–14 National Science Foundation iPlant Site Review, University of Arizona, TucsonJune 16 The Iceman Cometh Student Workshop, American Museum of Natural History, New York, New YorkJune 20 Site visit by Bob Keller, Keyspan Foundation, Hicksville, New YorkJune 21 G2C Online interview with Portia Iversen, Los Angeles, CaliforniaJune 25–29 NSF Plant Molecular Genetics and Genomics Workshop, with Minority Fellow Gokhan Hacisalihoglu, Tallahassee,

FloridaJune 25–29 DNA Science Workshop, DNALC

Fun with DNA Workshop, DNALC WestFun with DNA Workshop, DNALCWorld of Enzymes Workshop, DNALC

June 28 Site visit by Rod Miller, University of the Sciences in Philadelphia (USP), Russell DiGate, Philadelphia Collegeof Pharmacy, and John Porter, Faculty Council, USP, Pennsylvania

July 2–8 DNA Science Workshop, Central Islip, New YorkDNA Science Workshop, DNALCFun with DNA Workshop, DNALCGreen Genes Workshop, DNALCWorld of Enzymes Workshop, DNALC West

July 9 Site visit by Anna Pascucci, University of Naples, and Liceo Scientifico Statale “G. Salvermini,” Sorrento, ItalyJuly 9–13 DNA Science Workshop, DNALC West

Genetic Horizons Workshop, DNALCWorld of Enzymes Workshop, DNALC

July 9–27 Amgen Leadership Symposium, DNALC July 12 Site visit by Oscar Orrantia Vernaza, Pilar Morla de Orrantia, and Pilar Orrantia Quentin, Junta de Benefi-

cencia in Guayaquil, EcuadorJuly 12–13 National Science Foundation CCLI Grant Review, Arlington, VirginiaJuly 13 G2C Online interview with Thomas Nuhse, University of Manchester, United KingdomJuly 16 G2C Online interview with Jonathan Sebat, CSHLJuly 16–20 Fun with DNA Workshop, DNALC

Green Genes Workshop, DNALC WestHuman Genomics Workshop, DNALC

July 20 Site visit by Bill and Ursula Niarakis, Hoffman Center, Long Island, New YorkJuly 23–27 Green Genes Workshop, DNALC

World of Enzymes Workshop, DNALCJuly 30–August 3 DNA Science Workshop, DNALC

Fun with DNA Workshop, DNALC WestFun with DNA Workshop, DNALCGenetic Horizons Workshop, DNALC

July 31 Site visit by Bob Keller, Keyspan Foundation, Hicksville, New YorkAugust 2 Site visit by Leslie Beller, Christine Knight, Edward Murphy, and Douglas Taylor, University of VirginiaAugust 6–10 DNA Science Workshop, DNALC

Green Genes Workshop, DNALCWorld of Enzymes Workshop, DNALCWorld of Enzymes Workshop, DNALC West

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August 9 Site visit by Fran Brennan, Veeco Instruments, Woodbury, New YorkAugust 14 Site visit by Joe Novak, G2C Online Advisory Panel, and Joan NovakAugust 14 Site visit by Jeff Carstens, Sovereign Bank, Long Island, New YorkAugust 20–24 New York City Department of Education DNA Science and PCR and Bioinformatics Workshops, Brooklyn

Technical High School, Brooklyn, New YorkAugust 20–24 DNA Science Workshop, Sarah Lawrence College, Bronxville, New YorkAugust 21 Site visit by Karen Agostisi and Tricia Russell, Office of Congressman Steve IsraelAugust 23–24 Hackathon Meeting, Chicago, IllinoisAugust 28 Bioinformatics Seminar, International Chromosome Conference, Amsterdam, The NetherlandsAugust 31 PTC Bioinformatics, International Chromosome Conference, Vienna Open Lab, Vienna, AustriaAugust 31 Site visit by Bob Keller, Keyspan Foundation, Hicksville, New YorkSeptember 24 Site visit by Dmitri Dumas, Diefendorf Capital Planning Associates, Locust Valley, New YorkOctober 11 Site visit by Roy Crawford, The University of Waikato, New Zealand, and Renee Crawford October 13 President’s Council Meeting at DNALC, Sydney Brenner, Salk Institute; Phil Sharp, McGovern Institute for

Brain Research at Massachusetts Institute of Technology; Gregory Hannon and Marja Timmermans, CSHL October 15 G2C Online Advisory Panel Meeting, DNALCOctober 20 Saturday DNA!, “Breaking Up is Hard to Do” and “The Ins and Outs of Cancer,” DNALCOctober 22–24 Howard Hughes Medical Institute Precollege Program Director’s meeting, Washington, D.C.October 31 Enhancing Collaborative Leadership for Improved Performance in Science Education, (ECLIPSE), Albany, New

YorkOct. 31–Nov. 2 Novartis Exploratory Oncology Development Group Educational meeting, DNALCNovember 5 Site visit by Ed Lee, Apollo Developer, Berkeley Bioinformatics and Ontologies Project, Lawrence Berkeley

National Labs, CaliforniaNovember 7 Site visit by Yoshi Ishikawa, Masahiro Nei, and Lee Shuett, Nikon Instruments November 12 Site visit by Bob Keller, Keyspan Foundation, Hicksville, New YorkNovember 16–18 Howard Hughes Medical Institute Genomics Education Meeting, Chevy Chase, MarylandNovember 17 Saturday DNA!, “Yeasty Beasties” and “Beyond DNA,” DNALCNovember 27–28 NSF Dynamic Gene Workshop, Fernbank Science Center, Decatur, GeorgiaNovember 28 National Association of Biology Teachers, “Sense in Molecules,” Atlanta, GeorgiaNovember 29 National Association of Biology Teachers meeting, “Detecting GM Food by PCR,” “Dynamite WWW Teaching

Resources,” Atlanta, GeorgiaDecember 5 Presentation to New York State Genetics Task Force, New York University Medical CenterDecember 7 NSF Dynamic Gene Workshop, Caltech, Pasadena, CaliforniaDecember 7 Singapore Primary Teachers Attachment, DNALCDecember 15 Saturday DNA!, “Iceman” and “The Buzz on Bees,” DNALCDecember 21 G2C Online interview with Jon Lieberman, Psychologist, Hampton Bays, New York

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Sites of Major Faculty Workshops 1985–2007

Key: Middle School High School College

ALABAMA University of Alabama, Tuscaloosa 1987–1990ALASKA University of Alaska, Fairbanks 1996ARIZONA Tuba City High School 1988ARKANSAS Henderson State University, Arkadelphia 1992CALIFORNIA California State University, Fullerton 2000

California Institute of Technology, Pasadena 2007Canada College, Redwood City 1997City College of San Francisco 2006Contra Costa County Office of Education, Pleasant Hill 2002Foothill College, Los Altos Hills 1997Harbor–UCLA Research & Education Institute, Torrance 2003Los Angeles Biomedical Research Institute, Torrance 2006Laney College, Oakland 1999Lutheran University, Thousand Oaks 1999Pierce College, Los Angeles 1998Salk Institute for Biological Studies, La Jolla 2001San Francisco State University 1991San Jose State University 2005University of California, Davis 1986University of California, Northridge 1993

COLORADO Aspen Science Center 2006Colorado College, Colorado Springs 1994, 2007United States Air Force Academy, Colorado Springs 1995University of Colorado, Denver 1998

CONNECTICUT Choate Rosemary Hall, Wallingford 1987FLORIDA Armwood Senior High School, Tampa 1991

Florida Agricultural & Mechanical University, Tallahassee 2007North Miami Beach Senior High School 1991University of Miami School of Medicine 2000University of Western Florida, Pensacola 1991

GEORGIA Fernbank Science Center, Atlanta 1989, 2007Morehouse College, Atlanta 1991, 1996–1997

HAWAII Kamehameha Secondary School, Honolulu 1990IDAHO University of Idaho, Moscow 1994ILLINOIS Argonne National Laboratory 1986, 1987

University of Chicago 1992, 1997INDIANA Butler University, Indianapolis 1987IOWA Drake University, Des Moines 1987KANSAS University of Kansas, Lawrence 1995KENTUCKY Murray State University 1988

University of Kentucky, Lexington 1992Western Kentucky University, Bowling Green 1992

LOUISIANA Jefferson Parish Public Schools, Harvey 1990John McDonogh High School, New Orleans 1993

MAINE Bates College, Lewiston 1995Foundation for Blood Research, Scarborough 2002

MARYLAND Annapolis Senior High School 1989Frederick Cancer Research Center, Frederick 1995McDonogh School, Baltimore 1988Montgomery County Public Schools 1990–1992National Center for Biotechnology Information, Bethesda 2002St. John’s College, Annapolis 1991University of Maryland, School of Medicine, Baltimore 1999

MASSACHUSETTS Beverly High School 1986Biogen, Cambridge 2002Boston University 1994, 1996CityLab, Boston University School of Medicine 1997Dover-Sherborn High School, Dover 1989Randolph High School 1988

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Winsor School, Boston 1987Whitehead Institute for Biomedical Research, Cambridge 2002

MICHIGAN Athens High School, Troy 1989MINNESOTA University of Minnesota, St. Paul 2005MISSISSIPPI Mississippi School for Math & Science, Columbus 1990–1991

Rust College, Holly Springs 2006–2007MISSOURI Stowers Institute for Medical Research, Kansas City 2002

Washington University, St. Louis 1989, 1997NEVADA University of Nevada, Reno 1992NEW HAMPSHIRE New Hampshire Community Technical College, Portsmouth 1999

St. Paul’s School, Concord 1986, 1987NEW JERSEY Coriell Institute for Medical Research, Camden 2003NEW YORK Albany High School 1987

American Museum of Natural History 2007Bronx High School of Science 1987Canisius College, Buffalo 2007Columbia University 1993Cold Spring Harbor High School 1985, 1987Cornell University, Ithaca 2005DeWitt Middle School, Ithaca 1991, 1993DNA Learning Center 1988–1995,2001–2004,

2006–2007DNA Learning Center 1990, 1992, 1995, 2000DNA Learning Center 1990–1992DNA Learning Center West 2005Fostertown School, Newburgh 1991Huntington High School 1986Irvington High School 1986Junior High School 263, Brooklyn 1991Lindenhurst Junior High School 1991Mt. Sinai School of Medicine 1997New York City Department of Education 2007New York Institute of Technology 2006New York Institute of Technology 2006Orchard Park Junior High School 1991Plainview-Old Bethpage Middle School 1991The Rockefeller University 2003State University of New York, Purchase 1989State University of New York, Stony Brook 1987–1990Stuyvesant High School, New York 1998–1999Titusville Middle School, Poughkeepsie 1991, 1993Trudeau Institute, Lake Saranac 2001Union College, Schenectady 2004U.S. Military Academy, West Point 1996Wheatley School, Old Westbury 1985

NORTH CAROLINA CIIT Center for Health Research, Triangle Park 2003North Carolina Agricultural & Technical State University, Greensboro 2006–2007North Carolina School of Science, Durham 1987

OHIO Case Western Reserve University, Cleveland 1990Cleveland Clinic 1987North Westerville High School 1990

OKLAHOMA Oklahoma City Community College 2000Oklahoma City Community College 2006–2007Oklahoma Medical Research Foundation, Oklahoma City 2001Oklahoma School of Science and Math, Oklahoma City 1994

OREGON Kaiser Permanente-Center for Health Research, Portland 2003PENNSYLVANIA Duquesne University, Pittsburgh 1988

Germantown Academy 1988SOUTH CAROLINA Clemson University, Clemson 2004

Medical University of South Carolina, Charleston 1988University of South Carolina, Columbia 1988

TEXAS Austin Community College-Rio Grande Campus 2000

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Austin Community College-Eastview Campus 2007J.J. Pearce High School, Richardson 1990Langham Creek High School, Houston 1991Southwest Foundation for Biomedical Research, San Antonio 2002Taft High School, San Antonio 1991Texas A&M, AG Research and Extension Center, Weslaco 2007Trinity University, San Antonio 1994University of Texas, Austin 1999, 2004

UTAH University of Utah, Salt Lake City 1993University of Utah, Salt Lake City 1998, 2000Utah Valley State College, Orem 2007

VERMONT University of Vermont, Burlington 1989VIRGINIA Eastern Mennonite University, Harrisonburg 1996

Jefferson School of Science, Alexandria 1987Mathematics and Science Center, Richmond 1990Mills Godwin Specialty Center, Richmond 1998Virginia Polytechnic Institute and State University, Blacksburg 2005

WASHINGTON Fred Hutchinson Cancer Research Center, Seattle 1999, 2001University of Washington, Seattle 1993, 1998

WASHINGTON, D.C Howard University 1992, 1996WEST VIRGINIA Bethany College 1989WISCONSIN Blood Center of Southeastern Wisconsin, Milwaukee 2003

Madison Area Technical College 1999Marquette University, Milwaukee 1986, 1987University of Wisconsin, Madison 1988, 1989University of Wisconsin, Madison 2004

WYOMING University of Wyoming, Laramie 1991

AUSTRALIA Walter and Eliza Hall Institute and University of Melbourne 1996AUSTRIA Vienna Open Lab 2007CANADA Red River Community College, Winnipeg, Manitoba 1989ITALY Porto Conte Research and Training Laboratories, Alghero 1993

International Institute of Genetics and Biophysics, Naples 1996PANAMA University of Panama, Panama City 1994PUERTO RICO University of Puerto Rico, Mayaguez 1992

University of Puerto Rico, Mayaguez 1992University of Puerto Rico, Rio Piedras 1993University of Puerto Rico, Rio Piedras 1994

RUSSIA Shemyakin Institute of Bioorganic Chemistry, Moscow 1991SINGAPORE National Institute of Education 2001–2005SWEDEN Kristineberg Marine Research Station, Fiskebackskil 1995

Uppsala University, Uppsala 2000THE NETHERLANDS International Chromosome Conference, Amsterdam 2007

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DOLAN DNA LEARNING CENTER GRANTS

Grantor Program Duration 2007of Grant Funding+

FEDERAL GRANTS

National Institute of Health Science Education Partnership Award: Nationwide Dissemination of Inside Cancer Internet Site 8/07-7/09 $ 19,753

National Science Foundation Course, Curriculum, and Laboratory Instruction Progam: Nationwide Dissemination of RNAi Curriculum 9/07-8/09 10,973

National Science Foundation Plant Genome Initiative Educational Outreach: Minority Fellows and Regional Plant Genomics Footlockers 9/04-8/07 58,517

National Science Foundation Plant Genome Initiative Educational Outreach: Construction and Nationwide Dissemination ofDynamic Gene Internet Site 12/05-11/07 141,111

AAAS/NSF National Science Digital Library: Meta-tagging DNALC Internet Content for BiosciEdNet 10/05-9/09 50,868

Washington University/NSF Plant Genome Initiative Educational Outreach: Multimedia Materials on Maize Genome Sequencing 11/05-10/08 17,705

Cornell University/NSF Plant Genome Initiative Educational Outreach: Minority Fellows and Regional Plant Genomics Footlockers 9/05-8/08 52,382

USDA Systematic Determination of the Maize Gene Set: Educational Outreach 2/06-1/07 3,178

NONFEDERAL GRANTS

Amgen Foundation Amgen Leadership Symposium 4/05-12/08 $ 85,233Clemson University DNALC Licensing 2007 50,000Dana Foundation Genes to Cognition (G2C) Online Internet Site Development 10/04-9/08 239,986Dialog Gentechnik DNALC Licensing 2007 24,975Goldman Sachs Foundation Harlem DNA Lab Planning 2007 50,000Hewlett Foundation Genes to Cognition (G2C) Online Internet Site Evaluation 10/05-10/09 68,983HHMI Foundation Pre-College Science Education Initiative: NYC

Teacher Training 9/07-8/08 21,878Jerome L. Greene Foundation Harlem DNA Lab Equipment 2007 100,000North Shore-LIJ Health System DNALC West Operating Support 2007 50,000Porter Foundation Scholarships for Minority and Disadvantaged Students 2007 30,000

The following schools each contributed $1,000 or more for participation in the Curriculum Study Program:

Bellmore-Merrick Central High School District 1,250Fordham Preparatory School 1,250Garden City Union Free School District 1,250The Green Vale School 2,750Half Hollow Hills Central School District 1,250Harborfields Central School District 1,500Huntington Union Free School District 1,250Island Trees Union Free School District 1,500Jericho Union Free School District 1,500Lawrence Union Free School District 1,250Levittown Union Free School District 2,750Locust Valley Central School District 1,500Massapequa Union Free School District 1,500North Shore Central School District 1,250North Shore Hebrew Academy 1,500Oceanside Union Free School District 1,500

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Oyster Bay-East Norwich School District 1,250Plainedge Union Free School District 1,500Plainview-Old Bethpage Central School District 1,250Portledge School 1,500Port Washington Union Free School District 1,500Ramaz School 2,750Roslyn Union Free School District 2,750South Huntington Union Free School District 1,500Syosset Central School District 2,750Yeshiva University High School for Girls 1,500

The following schools each contributed $1,000 or more for participation in the Genetics as a Model for Whole

Learning Program:

Allen Christian School $ 1,150Bay Shore Union Free School District 4,675Bellmore Union Free School District 5,400Bellmore-Merrick Central School District 16,600Bethpage Union Free School District 1,950Deer Park Union Free School District 1,080Eastern Middle School 4,950East Meadow Union Free School District 2,297East Williston Union Free School District 2,700Elwood Union Free School District 3,820Floral Park – Bellerose Union Free School District 5,400Friends Academy 2,550Garden City Union Free School District 7,005Great Neck Union Free School District 13,380The Green Vale School 1,200Half Hollow Hills Central School District 7,125Herricks Union Free School District 1,650Huntington Union Free School District 6,925Jericho Union Free School District 15,625Lawrence Union Free School District 14,100Locust Valley Central School District 8,587Mamaroneck Union Free School District 3,600Mattituck-Cutchogue Union Free School District 1,375Merrick Union Free School District 1,200Mott Hall V Middle School 2,000North Bellmore Union Free School District 2,750Northport-East Northport Union Free School District 1,187Oceanside Union Free School District 1,125Old Westbury School of the Holy Child 5,575Oyster Bay - East Norwich Central School District 2,515Park City Prep Charter School 1,350Plainview-Old Bethpage Central School District 3,830Port Washington Union Free School District 5,350Roberto Clemente Middle School 1,000Rockville Centre Union Free School District 11,100Scarsdale Union Free School District 1,325St. Dominic Elementary School 3,900St. Edward the Confessor School 1,820Syosset Central School District 29,625Yeshiva Darchei Torah 1,900

+ Includes direct and indirect costs.

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Page 26: Dolan DNA Center - CSHL DNA Learning Center · Hans Zobel, Festo Corporation Dolan DNA Learning Center Expert Advisors and Corporate Support We are lucky to have high-level support

Dolan DNA Learning CenterCold Spring Harbor Laboratory

One Bungtown RoadCold Spring Harbor, New York 11724

Located at 334 Main Street (Route 25A) in Cold Spring Harbor Village

Phone 516-367-5170Fax 516-367-5182

Email [email protected]

Visit us on the Internet at www.dnalc.org